Enhancing Education for Sustainable Development through SDG Integration
Welcome back to our
Faculty Learning
Community:
Teaching with
the
UN Sustainable
Development Goals!
FLC Objectives
•
Expand our shared understanding of Education for Sustainable
Development (ESD) and the UN Sustainable Development Goals (SDGs).
•
Build a shared “library” of Education for Sustainable Development
resources.
•
Build community with and learn from colleagues also engaged with the UN
SDGs.
•
Advance a personal objective (be it unit/course/program/university level or
professional development).
ESD and Student Learning Objectives (SLOs):
What do we want students to be able to do as a result of our
unit/course/program (short and long-term)?
How do we go about integrating existing and SDG-oriented SLOs?
S
M
A
R
T
S
L
O
s
Are these SLOs SMART?
By the end of the lesson, students will be exposed to these
topics:
Bonding in materials, the crystal structure of metals and
ceramics, and defects in materials.
By the end of the course, students will:
Critically evaluate public messaging about climate change and
design a media campaign grounded in climate science and
evidence-based public communications techniques.
Students will understand how they can apply their disciplinary
skills to advance climate solutions, including advanced solar
technologies.
W
h
a
t
a
r
e
“
p
o
r
t
a
b
l
e
”
S
L
O
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D
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t
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r
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t
i
o
n
?
Higher-order thinking and skills
you want students to develop
by the end of your course
Higher-order thinking and skills
you want students to take with
them to the next class, into their
careers, and onto a lifetime of
learning.
Higher-order thinking and skills that
help students connect disciplinary
knowledge/skills to complex societal
challenges and solutions.
EXAMPLE:
Describe and
provide examples of how
laws and regulatory policy
can foster or hinder
emerging technologies.*
*From Eric Overby’s “Analysis of Emerging Technologies” course
EXAMPLE:
Predict the likely
effects of proposed laws and
regulatory policy on the
dissemination and impact of
emerging technologies.
EXAMPLE:
Evaluate alternative
energy regulatory policies with
respect to their impact on the
expansion of renewable energy and
climate vulnerability in the U.S.
For reference:
What characteristics of ESD will we prioritize?
O
p
t
i
o
n
s
:
S
D
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,
a
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/
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l
s
Course SLO:
Design experiments using
statistical methods, for the purpose of
building models and designing chemical
processes*
U
n
i
t
S
L
O
:
I
d
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n
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x
p
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i
m
e
n
t
s
.
U
n
i
t
S
L
O
:
E
v
a
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y
,
w
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e
,
a
n
d
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a
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t
h
i
m
p
a
c
t
s
.
(
S
D
G
s
3
,
6
,
7
,
9
)
Course SLO:
Formulate and solve process
design problems, based on economic
analysis and using mathematical models
of chemical processes*
U
n
i
t
S
L
O
:
A
p
p
l
y
a
p
p
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o
p
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e
…
*Course SLOs from Yoshiaki Kawajiri’s “Numerical Methods in Chemical Engineering”
Possible integration
with an SDG SLO:
Identify opportunities to
reduce energy and
water use and the
creation of toxic
byproducts in
_________ industry.
(SDG 9)
Options: Consider different kinds of SLOs
C
o
g
n
i
t
i
v
e
/
i
n
t
e
l
l
e
c
t
u
a
l
:
The learner can explain
historical reasons for
current settlement
patterns.*
The learner appropriately
applies basic principles of
sustainable planning and
building in their designs.**
S
o
c
i
o
-
E
m
o
t
i
o
n
a
l
/
d
i
s
p
o
s
i
t
i
o
n
a
l
:
The learner can articulate
ways in which their natural,
social, and technical
environment has shaped their
own identity.*
Students will value scientific
expertise in decision making
and demonstrate this by using
evidence appropriately.**
B
e
h
a
v
i
o
r
a
l
/
p
r
a
c
t
i
c
a
l
:
The learner is able to plan,
implement, and evaluate
community-based projects in
collaboration with others.*
Students will implement
effective search strategies
and evaluate sources of
information for relevance
and authority.**
*Adapted from SDG 11 Learning Objectives (p. 32) in
Education for SDGs Learning Objectives
(UNESCO 2017)
**Adapted from Learning That Matters, Ch. 4
O
p
t
i
o
n
s
:
A
d
d
i
n
g
o
r
I
n
t
e
g
r
a
t
i
n
g
S
D
G
S
L
O
s
?
Add this as
another
course SLO?
Or, integrate
original and
SDG SLOs?
O
p
t
i
o
n
s
:
A
d
d
i
n
g
o
r
I
n
t
e
g
r
a
t
i
n
g
S
D
G
S
L
O
s
?
Add this as
another
course SLO?
Or, integrate
original and
SDG SLOs?
C
h
a
t
s
t
o
r
m
p
r
o
m
p
t
F
o
r
m
y
c
o
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o
r
p
r
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g
r
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m
,
I
t
h
i
n
k
i
t
w
i
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l
w
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b
e
s
t
t
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e
S
D
G
s
i
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o
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L
O
s
a
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t
h
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l
e
s
s
o
n
/
u
n
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t
/
c
o
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r
s
e
/
p
r
o
g
r
a
m
l
e
v
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l
and prioritize
c
o
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i
t
i
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e
/
s
o
c
i
o
-
e
m
o
t
i
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n
a
l
/
b
e
h
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v
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o
r
a
l
S
L
O
s
(
s
p
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s
)
.
R
e
s
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W
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-
T
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g
h
(
s
e
e
t
o
d
a
y
’
s
f
o
l
d
e
r
)
These reports have detailed information about the SDGs including
SLOs (not all are SMART—consider them as starting points or
idea generators):
•
Sustainable Foundations: A Guide for Teaching the SDGs
•
Education for the SDGs_Learning Objectives
These worksheets can support your planning, from thinking through big ideas
and skills to integrating an SDG SLO with an existing course SLO:
•
Resources for Teaching with the SDGs
•
Framework for Planning SDG Course Integration
•
SDG Worksheet
•
SLO Integration Template
T
r
y
i
t
O
u
t
!
A
r
e
y
o
u
w
o
r
k
i
n
g
o
n
r
e
-
d
e
s
i
g
n
i
n
g
a
c
o
u
r
s
e
o
r
u
n
i
t
?
•
You may find it helpful to use
this worksheet
and this
template
.
A
r
e
y
o
u
w
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r
k
i
n
g
o
n
S
D
G
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r
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o
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s
m
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p
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o
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r
s
e
s
(
o
r
a
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t
i
r
e
s
c
h
o
o
l
o
r
c
o
l
l
e
g
e
)
?
•
You may find it help to refer to examples of portable SLOs
LTM
p.68) and then think through big ideas and key skills or
competencies for your field.
F
o
r
a
l
l
-
-
o
n
c
e
y
o
u
h
a
v
e
a
d
r
a
f
t
,
a
s
k
:
•
Is your SLO student-centered and specific?
•
Is it measurable?
•
If course or program-level, is it higher-order or portable?
P
o
s
t
y
o
u
r
w
o
r
k
h
e
r
e
.
Thanks!
Next meeting is October 11
Adding & Integrating SDG SLOs
In our Faculty Learning Community, we aim to expand understanding of Education for Sustainable Development and the UN Sustainable Development Goals, build a shared resource library, foster community engagement, and achieve personal development goals. We focus on aligning Student Learning Objectives with SDGs, ensuring SMART SLOs, and integrating portable SLOs that promote higher-order thinking skills related to complex societal challenges. Our emphasis is on prioritizing characteristics of ESD such as being broad, complex, engaging, culturally affirming, inclusive of values and ethics, empowering, transformative, and transdisciplinary.
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Presentation Transcript
Welcome back to our Faculty Learning Community: Teaching with the UN Sustainable Development Goals!
FLC Objectives Through our participation in this FLC we will: Expand our shared understanding of Education for Sustainable Development (ESD) and the UN Sustainable Development Goals (SDGs). Build a shared library of Education for Sustainable Development resources. Build community with and learn from colleagues also engaged with the UN SDGs. Advance a personal objective (be it unit/course/program/university level or professional development).
ESD and Student Learning Objectives (SLOs): What do we want students to be able to do as a result of our unit/course/program (short and long-term)? How do we go about integrating existing and SDG-oriented SLOs?
SMART SLOs Specific and Student-Centered Measurable Action-Oriented & Achievable Results-Based Time-Bound
Are these SLOs SMART? By the end of the lesson, students will be exposed to these topics: Bonding in materials, the crystal structure of metals and ceramics, and defects in materials. By the end of the course, students will: Critically evaluate public messaging about climate change and design a media campaign grounded in climate science and evidence-based public communications techniques. Students will understand how they can apply their disciplinary skills to advance climate solutions, including advanced solar technologies.
What are portable SLOs and how are they related to SDG integration? High-level SDG SLOs Course level SLOs Portable SLOs Higher-order thinking and skills that help students connect disciplinary knowledge/skills to complex societal challenges and solutions. Higher-order thinking and skills you want students to develop by the end of your course Higher-order thinking and skills you want students to take with them to the next class, into their careers, and onto a lifetime of learning. EXAMPLE: Describe and provide examples of how laws and regulatory policy can foster or hinder emerging technologies.* EXAMPLE: Predict the likely effects of proposed laws and regulatory policy on the dissemination and impact of emerging technologies. EXAMPLE: Evaluate alternative energy regulatory policies with respect to their impact on the expansion of renewable energy and climate vulnerability in the U.S. *From Eric Overby s Analysis of Emerging Technologies course
For reference: What characteristics of ESD will we prioritize? BROAD COMPLEX ENGAGING ALIGNED CULTURALL Y AFFIRMING INCLUDES VALUES & ETHICS EMPOWERING TRANSFORMATIV E TRANSDISCIPLINARY
Options: SDG SLO integration can be at lesson, unit, and/or course levels Possible integration with an SDG SLO: Identify opportunities to reduce energy and water use and the creation of toxic byproducts in _________ industry. (SDG 9) Course SLO: Design experiments using statistical methods, for the purpose of building models and designing chemical processes* Course SLO: Formulate and solve process design problems, based on economic analysis and using mathematical models of chemical processes* Unit SLO: Evaluate alternative solution methodologies with respect to energy, waste, and health impacts. (SDGs 3,6,7,9) Unit SLO: Identify and effectively employ appropriate statistical tools for a variety of experiments. Unit SLO: Apply appropriate economic analysis tools to evaluate *Course SLOs from Yoshiaki Kawajiri s Numerical Methods in Chemical Engineering
Options: Consider different kinds of SLOs Behavioral/practical: Cognitive/intellectual: The learner can explain historical reasons for current settlement patterns.* Socio- Emotional/dispositional: The learner can articulate ways in which their natural, social, and technical environment has shaped their own identity.* The learner is able to plan, implement, and evaluate community-based projects in collaboration with others.* Students will implement effective search strategies and evaluate sources of information for relevance and authority.** The learner appropriately applies basic principles of sustainable planning and building in their designs.** Students will value scientific expertise in decision making and demonstrate this by using evidence appropriately.** *Adapted from SDG 11 Learning Objectives (p. 32) in Education for SDGs Learning Objectives (UNESCO 2017) **Adapted from Learning That Matters, Ch. 4
Options: Adding or Integrating SDG SLOs? Add this as another course SLO? Or, integrate original and SDG SLOs?
Options: Adding or Integrating SDG SLOs? Add this as another course SLO? Or, integrate original and SDG SLOs?
Chat storm prompt For my course or program, I think it will work best to incorporate SDGs into SLOs at the lesson/unit/course/program level and prioritize cognitive/socio- emotional/behavioral SLOs (specify your tentative choices).
Resource Walk-Through (see today s folder) These reports have detailed information about the SDGs including SLOs (not all are SMART consider them as starting points or idea generators): Sustainable Foundations: A Guide for Teaching the SDGs Education for the SDGs_Learning Objectives These worksheets can support your planning, from thinking through big ideas and skills to integrating an SDG SLO with an existing course SLO: Resources for Teaching with the SDGs Framework for Planning SDG Course Integration SDG Worksheet SLO Integration Template
Try it Out! Are you working on re-designing a course or unit? You may find it helpful to use this worksheet and this template. Are you working on SDG integration across multiple courses (or an entire school or college)? You may find it help to refer to examples of portable SLOs LTM p.68) and then think through big ideas and key skills or competencies for your field. For all-- once you have a draft, ask: Is your SLO student-centered and specific? Is it measurable? If course or program-level, is it higher-order or portable? Post your work here.
Thanks! Next meeting is October 11
